Chapter 2

Principles of

High-Quality Assessment
 Clear and
1 Appropriate
L e a r n i n g Ta r g e t s
Knowledge Reasoning Skill Product

Affective

Stiggins and Conklin (1992) Learning Targets

2 Appropriateness of
Assessment Methods
With Assessment Methods
Matching Learning Targets
Targets Objectives Essay Performance Oral Observatio Self-
- based Question n Report

Knowledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affect 1 2 4 4 4 5
Validity
 HOW VALIDITY IS DETERMINED

i. Content - Related Validity

ii. Criterion – Related Validity
iii. Construct – Related Validity
iv. Face Validity
v. Instructional –Related Validity
b . Te s t Va l i d i t y E n h a n c e r s

i. Prepare a table of specifications (TOS).

ii. Construct appropriate test items.

iii. Formulate directions that are brief, clear, and

concise.

iv. Consider the reading vocabulary of the examinees.

The test should not be made up of jargons.

v. Make the sentence structure of your test items simple

i. Never have an identifiable pattern of answers.
ii. Arrange the test items from easy to difficult.
iii. Provide the adequate time for student to
complete the assessment.
iv. Use different methods to assess the same
thing.
v. Use the test only for intended purposes.
4 RELIABILITY
 a. H o w R e l i a b i l i t y i s D e t e r m i n e d

i. Test- Retest Method or Test of Stability

ii. Parallel – Forms Method or Test of
Equivalence
iii.Split – Half Method
iv.Internal – Consistency Method

b. The Concept of Error in Assessment

c . Te s t R e l i a b i l i t y E n h a n c e r s

i. Use a sufficient number of items or tasks.

A longer test is more reliable.
ii. Use independent raters or observers who
can provide similar scores to the same
performances .
iii.Make sure the assessment procedures and
scoring are objective.
iv. Continue the assessment until the results are
consistent.
v. Eliminate or reduce the influence of
extraneous events or factors
vi. Assess the difficulty level of the test
vii. Use shorter assessments more frequently
rather than a few long assessments.
 Practicality
Positive
Fairness Consequences
and
Efficiency

CHARACTERISTICS OF HIGH – QUALITY ASSESSMENT

P r o d u c t i v e U s e s o f Te s t s

Learning Analysis
Improvement of Curriculum
Improvement of Teacher
Improvement of Instructional Materials
Individualization
Selection
Placement
Guidance and counseling
Research
Selling and Interpreting the School to the Community
Identification of Exceptional Children
Evaluation of Learning Program
U n p r o d u c t i v e U s e s o f Te s t s

Grading
Labeling
Threatening
Unannounced Testing
Ridiculing
Tracking
Allocating Funds
 1. Administrations
a. Individual
b. Group

2. Scoring
a. Objective
b. Subjective

3. Sort of Response being

Emphasized
a. Power
CLASSIFICATION OF b. Speed
TESTS
 4. Types of Response the
Examinees must Make
a. Performance
b. Paper - and - pencil

5. What is Measured
a. Sample
b. Sign test

6. Nature of the Groups being

Compared
a. Teacher-made test
C L A S S I F I C AT I O N b. Standardized test
OF
TEST
OTHER TYPES OF TEST

1.Mastery Tests
2.Discriminatory Tests
3.Recognition Tests
4.Recall Tests
5.Specific Recall Tests
6.Free Recall Tests
7. Maximum performance Tests
8. Typical Performance Tests
9. Written Tests
10. Oral Examinations
11. Language Tests
12. Non-language Tests
13. Structured Tests
14. Projective Tests
15. Product Tests
16. Process Tests
17. External Reports
18. Internal Reports
19. Open book Tests
20. Closed book Tests
21. Non-learning format Tests
22. Learning format Tests
23. Convergent format Tests
24. Divergent format Tests
25. Scale measurements
26. Test measurements
27. Pretests
28. Posttests
29. Sociometrics
30. Anecdotal records
 Characteristics Te a c h e r - M a d e Te s t
Directions for Usually, no uniform
administration Directions are specified.
and scoring
Sampling content Both content and sampling
are determined by the
classroom teacher.
S t a n d a r d i z e d Te s t
Specific instructions
standardize the
administration and scoring
procedures.
Content is determined by
curriculum and subject and
matter experts. It involves
intensive investigations of
existing syllabi, textbooks,
and programs. Sampling of
content is done
systematically.
Construction May be hurriedly done
because of time constraints;
often no test blueprints, item
tryouts, item analysis or
revision; quality of test may
be quite poor.
Norms Only local classroom norms
are available.
Purpose and use Best suited for measuring
particular objectives set by
the teacher and for intraclass
comparisons
It uses meticulous
construction procedures that
include constructing
objectives and test
blueprints, employing item
tryouts, item analysis, and
item revisions.
In addition to local norms,
standardized test typically
make available national,
school district, and school
building norms
Best suited for measuring
broader curriculum
objectives and for intraclass,
school, and national
comparisons.